First, encourage and guide, cultivate interest in dance
Dance teaching is monotonous, boring and mechanically repetitive because of the needs of its subject learning. Students are easily afraid of difficulties and boredom. In teaching activities, in order to turn monotonous dance teaching into artistic enjoyment, dance teachers must infect students with good mental outlook and positive teaching enthusiasm. In addition, teachers' friendly attitude, vivid language, concerned eyes and enthusiastic trust will also make students feel warm and concerned. In this way, students will increase their interest in learning dance, and then increase their confidence and determination to overcome difficulties in the learning process.
At present, many psychological problems and diseases among students are caused by the tense relationship between teachers and students and the heavy learning atmosphere. In view of this, in the teaching process, dance teachers should let dance enter students' lives and actively encourage students to create and innovate dance, so as to find their own sense of dance and cultivate their own unique dance temperament. In the classroom, create an open, relaxed and positive learning atmosphere for students, and truly establish a teacher-student relationship of mutual respect, democracy, equality, psychological compatibility and mutual learning. For example, when I give students a class of classical body rhyme, it is difficult for them to find the feeling of expressing "form, spirit, strength and rhyme", so they are afraid of difficulties. In order to let the students know that if classical dance lacks a sense of rhythm, then the movements, dances and combinations will definitely make people feel dull and tasteless. I will demonstrate and explain the correct movements and incorrect movements again, and use vivid and interesting language to compare the students' improper movements, so that students can accept them more easily. In addition, in the upper body rhyme class, the video of the body rhyme class of the Dance Academy is played in time, so that students can appreciate and learn more intuitively and stimulate their enthusiasm and interest in learning.
Whether the emotional communication between teachers and students is harmonious is related to whether students are willing to actively participate in hard study and training, whether they are willing and dare to discuss and communicate with teachers, and whether they actively cooperate with each other. Therefore, mastering students' psychology, coupled with the strict requirements of dance teachers and the teaching attitude of induction, inspiration, encouragement and praise in the teaching process will be the best way to mobilize students to give full play to their dance potential.
Second, dance happily and feel the influence of art.
Professor Lin Chongde, a doctoral supervisor of psychology, believes that the core of mental health standards is that anyone who responds positively to all events or activities beneficial to mental health is mentally healthy.
Dance teaching process is a series of training process in which dance teachers impart dance knowledge to students according to their training objectives and teaching plans, and achieve their educational goals. Dance teaching has strict and rigorous knowledge in the specification of action training. Human body training is not allowed to be arbitrary in teaching. Mastering the correct concept of dance movements is helpful for students to become healthy, graceful and elegant dancers. On the contrary, it may cause students to master the movements incorrectly, thus causing physical injuries such as joints, ligaments and muscles. Bring psychological burden to students, even lose interest in dance, and finally give up dancing. For example, in dance teaching and training, I trained the "buttock root" joint. In the training of lower grades, I help students to open the gluteal root ligament by consuming and pressing, train the ability of gluteal root ligament by "hitting the hip" and solve the relaxation of gluteal root joint and ligament by "turning across" practice. This training method is more suitable for students in lower classes, but the training at this stage is more difficult for students who have just learned dance. Therefore, we should pay attention to cultivating students' tough will and hard-working spirit in teaching, and form good study habits of actively overcoming difficulties. From a psychological point of view, students' desire for self-esteem satisfaction is higher than that of adults. Teachers' affirmation of their progress and recognition of their achievements will become their motivation to work hard and never give up. At the same time, the image of teachers should not be too strict. Only by being amiable can we really interact with students in teaching and learning. Enduring patience can not only encourage them to train an expressive dance art form, but also cultivate students' tenacious perseverance and strong will, so that students can dance happily in class and feel the influence of dance art.
Dance is not only a form of personal expression, but also a form of cooperation among many people. When more than 20 students dance at the same time, a harmonious atmosphere can be created. This cooperative group dance learning can enable students to exchange ideas, express their feelings, eliminate barriers, enhance students' communication and enhance their sense of friendship. In the long-term dance training, students gradually developed the behavior habit and cooperative spirit of consciously observing discipline, actively caring for others and paying attention to collective cooperation.
Third, appreciate the experience and cultivate healthy emotions.
The purpose of refining expressive elements in teaching is to cultivate students' ability to imagine and express. This requires diversification of teaching methods, which can be inspired by music, endowing students with a variety of personalities such as cheerful, sad, lyrical and strong-willed, and guiding their emotional experience; We can also be inspired by the handling of movements, such as using lively movements to experience "cleverness", using lyrical movements to feel "softness", using rigid movements to express "handsomeness" and using jumping movements to express "cheerfulness". In practical teaching, teachers will meet students with excellent physical conditions, standardized dance movements and good learning ideas. They can dance like white paper, and you only see puppet-like movements, but you can't see rich emotional connotations. Therefore, in teaching, we should not only teach movements, but also actively help students build a bridge between movements and emotional expression while strictly standardizing classroom norms, and give students guidance in performance through various means and angles, so that students can really move and express their inner feelings with body language.
Psychologists believe that emotions are people's attitudes towards objective things and their corresponding behaviors. Middle school students are becoming more and more mature psychologically and physically. Although they have rich emotional awareness, their concrete application to dance learning is only simple imitation, not the expression of true feelings. Dance with your heart and move with your heart. Pay attention to inject some lyrical training into the dance class, such as seemingly simple "one hand" and "kicking" and the training movements of head, body, waist and arms. Because the direction, speed, intensity, amplitude and angle are different, they can show different emotional accumulation. This kind of emotional movement training can make the dance vocabulary mastered by students more vivid. Only by conveying the beauty of dance movements can we really build a bridge of emotional communication between dancers and appreciators.
In addition to infiltrating the cultivation of emotion in teaching, I also combine multimedia-assisted teaching to enrich the classroom, so that students can improve their aesthetic ability by watching excellent dance works and reach emotional resonance with dancers. For example, watching the dance "Avalokitesvara with a Thousand Hands" can not only let students intuitively appreciate the beautiful dance effect, but more importantly, the touching story behind this dance. Give students a psychological impact and let them feel the real perseverance and spirit of deaf-mute actors.
Fourth, feel successful and heal psychological trauma.
The success of dance performance can help students build confidence and experience the happiness of success, so as to achieve the effect of healing psychological trauma. I once taught an art college entrance examination student majoring in dance. The student was a poor student when he first entered school. He not only opposes people everywhere, but also often skips classes. I had a headache at first, too, because it had a lot to do with her education and family environment. But in many conversations, I found that she has one advantage, that is, she has a soft spot for dancing. Grasping this point, I set her teaching goals in several stages: 1. Promote the change of self-image; 2. Strengthen the improvement of self-concept or self-esteem; 3. Improve social skills and build self-confidence. In the teaching process, I mainly adopted the appreciation method. Let her do independent action demonstration, professional observation and art festival performance in class, let her realize the importance and success brought by progress, and gradually form an open-minded and cheerful personality under the influence of dance art, actively communicate with others, and then develop into gratitude. A year passed, and the students worked hard in class. His dancing ability and basic skills improved rapidly, and he actively participated in the school's cultural performances. Practice has proved that art education can cultivate people's temperament, purify people's mind, heal people's psychological trauma, entertain people's body and mind, promote health, and promote learning and the formation of harmonious interpersonal relationships.
Different art forms have different material carriers and different material means. The material carrier of dance is human body, and the expression means of dance is human body movements. And dance is a form of life. Where there is life, there is life form, and there is happy dance. In order to improve the quality of dance teaching and make students have more confidence in happy dance, we must optimize our dance class, innovate and diversify teaching methods at the level of "heart", and promote students' psychological harmony and healthy development.
References:
Lin Chongde. My psychological point of view [M]. Commercial Press Press, 2008.
[2] Lin Chongde. Developmental psychology [M]. People's Education Press, 2009.
[3] Wang Guanghui. Intensive dance training for college entrance examination [M]. Hunan Literature and Art Publishing House, 2007.